Instructional issues for teaching assistants

被引：1
作者：
Luo J. [1 ]
Grady M.L. [2 ]
Bellows L.H. [3 ]
机构：
[1] Office of the Provost, Duke University
[2] Department of Educational Administration, University of Nebraska-Lincoln
来源：
Innovative Higher Education | 2001年 / 25卷 / 3期
关键词：
Graduate teaching assistants; Instructors; Perspectives; Teaching styles;
D O I：
10.1023/A:1007603816555
中图分类号：
学科分类号：
摘要：
This study examined teaching assistants' perceptions of various instructional issues and explored whether their perceptions were affected by nationality, gender, and academic discipline. The study generated significant, positive results. Logistic regression with dummy coding revealed significant predictors of teaching assistants' instructional roles, teaching style, instructional methods, communication strategies, and potential problems. Discussion of the results, implications, and recommendations for future research are included. © 2001 Human Sciences Press, Inc.
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收藏
页码：209 / 230
页数：21
相关论文
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